1 . Not long after Tony Berlin began working at the state driver’s license facility in Niles in 1985, he noticed that some truck drivers who should have failed their exams mysteriously passed them. For six years, starting in 1992， he collected evidence to show why: He believed truck drivers were bribing state workers to get licenses. In another turn of the screw, the workers were using those bribes lo buy tickets to the then secretary of state George Ryan’s fundraisers, including for his successful bid for governor. Berlin tried to expose the corruption (腐败)-he went to the FBI and the upper ranks of the secretary of state’s office - but was repeatedly met with indifference. Then he began to suspect that the truck driver in a 1994 accident that killed six children, all from the same family, got his license through the scheme. In a moment that changed everything, Berlin reached out to the Reverend Scott Willis, the children’s father.
It was his call to Willis that connected the crash to what would become known as the licenses — for — bribes scandal (丑闻 ）， “Berlin’s the one who started it says the Willises’ lawyer. A few months after that phone call, the U.S. attorney’s office initiated Operation Safe Road, an ongoing federal investigation that by the end of November had disclosed 34 offenses.
The investigation ultimately netted 75 offenses, including that of Dean Bauer, Ryan’s inspector general. He pleaded guilty in 2001 to obstructing (妨碍)justice and was sentenced to 12 months in. prison. Bui the biggest catch was Ryan himself, who was sentenced in 2006 to six and a half years tor fraud and blackmailing. As for Berlin, he continued to work a stale licenste facilities, in Streator and Pontiac, choosing to slay out of the public eye.
1. What initially caused Tony Berlin to investigate the licenses — for — bribes scandal?| A．Truck drivers, bribing slate workers. |
| B．Truck drivers, licenses being granted too freely. |
| C．His working at the state driver’s license facility. |
| D．The truck driver’s killing six children in a 1994 accident. |
| A．buying driving licenses | B．George Ryan’s fundraising |
| C．covering the loss of the Willises | D．supporting the federal investigation |
| A．Tony’s calling Willis was a turning point in the whole bribing case. |
| B．Tony Berlin became a household name after the exposure of the scandal. |
| C．the FBI failed to take serious action the first time Berlin asked for investigation. |
| D．George Ryan, the biggest criminal behind the scene, was sentenced to years in jail. |
| A．Perseverant, dutiful and tame-thirsty. | B．Strong-willed, cooperative and sociable. |
| C．Responsible, aggressive and merciless. | D．Determined, right-minded and courageous. |
2 .
Welcome to the online Macmillan Dictionary of the BUZZWORD of the month. Word entry-JOMO JOMO is an acronym（首字母缩略词）standing for the expression , and is simply refers to the gratifying feeling you get when you break away from the（real or virtual）activities of your social group and spend time doing exactly what you most want to do. JOMO is often described as a resist against the hyper-connected society we live in, where technology pushes both social and professional activity constantly in our faces, so that It's virtually impossible to be happily unaware of what everyone else is doing. This often forces us into spending time in ways which we wouldn't necessarily have chosen. JOMO then, is about stepping off the social fashion and reconnecting with what really makes us happy. Background-JOMO The concept of JOMO first appeared in 2012, its early use often credited to blogger Anil Dash who, having to withdraw from both on-and offline activity for a period after the birth of his son. realized that he'd enjoyed himself greatly and didn't feel he'd missed out on anything at all. JOMO is a play on the earlier acronym FOMO, meaning “fear of missing out”, which is used to describe the feeling of anxiety that people experience when they discover, often via social media, that They've let go on a social event or other positive experience. The existence of expressions like JOMO suggest that, although we're unlikely to resist technology completely, the more deeply we immerse（沉浸）in it, the more we're beginning to evaluate its hold on us. Other newly created combined words reflecting this zeitgeist include ringxiety. the constant need to check your phone or mistakenly thinking It's ringing. nhubbing, the related condition of being impolite in social situations by checking your phone, tablet, etc., and infobesity, continuous addiction to digital information in which affects your ability to concentrate. |
| A．Just Opposite My Opinion | B．Joy of Missing Out |
| C．Jump off Mental Obstacle | D．Justify Our Main Objective |
| A．You are busy with a report, so you don't have to attend a staff meeting. |
| B．You are not feeling well, so you are allowed to leave the work earlier. |
| C．You received a dinner party invitation, but you preferred to stay home. |
| D．You were tired out after work, but you heard your favorite song on the radio. |
| A．a mixed or unfavorable feeling toward technology |
| B．a trend to use new words related to technology |
| C．the fear of negative influence of technology on people |
| D．the lack of ability to use technology properly |
3 . Complaints and Appeals
UNSW Global is committed to delivering a high standard of education and training services to all of its students. One way that UNSW Global fulfills this commitment is by ensuring that all students, both domestic and international, have access to a forcefully-expressed and fair complaints and appeals process. The process for how complaints and appeals are dealt with under the Complaints and Appeals Policy, is extracted below.
Stage 1: Informal Complaint Process
You are encouraged to attempt to solve issues that arise informally by contacting either the original decision maker. Customer Service or a Student Adviser. This should be done as soon as possible after the issue arising.
Examples of informal complaints include:
• late return of assessment result
•disagreement over marks
•teacher quality feedback
•class and timetabling changes
•complaints about home stay providers
•wrong attendance recorded
Stage 2: Formal Review Process
If the Stage I: Informal Complaint Process does not resolve the complaint, you may begin the Stage 2: Formal Review Process.
You must:
1. Complete a Stage 2: Formal Review Form and email it to complainsndconduct @unswglobal. unsw. edu.au. Hardcopy forms are also available from, and may be submitted to the Student Services Center.
2. Lodge the Stage 2: Format Review Form within 10 working days of the issue arising or receiving a response to your Stage 1: Informal Complaint.
We will:
1. Refer your complaint to the appropriate person for investigation and resolution.
2. Acknowledge your complaint within in working days of receiving your Stage 2: Formal Review Form and, in some cases, contact you to arrange an interview.
3. Send you a written statement of the outcome of your complaint, including the reasons for the outcome, within 10 working days of the acknowledgement of your complaint, or of any interview conducted.
Examples include:
•bullying and harassment
•decision to cancel enrolment
•refusal to issue a refund
•refusal to allow leave of absence
Stage 3: External Appeal Process
If you are not satisfied with the outcome of a Stage 2: Formal Review Process, you may refer the case to an external body for an independent review (see section 9 of the Complaints and Appeals Policy).
If you start with an external appeal, so that your enrolment can be maintained during the appeal process, you must inform us in writing by emailing complainsandconduct @ unswglobal. unsw edu.au.
1. The passage can most probably be found in the section "_______"in a school admission booklet.| A．Application Procedures | B．Rules and Procedures |
| C．Frequently Asked Questions | D．Acknowledgement and Declaration |
| A．a formal reply will be sent to you within a short time. |
| B．cases of mistreatment by host family are most common |
| C．the case is directly handled by the Student Services Center |
| D．only international students are entitled to lodge a complaint |
| A．have a consultation with a third party | B．inform the school of the appeal process |
| C．have the enrolment suspended temporarily | D．bear the expense of an independent review |
4 . 
Who we need
We are looking for talented and passionate people to work for health. WHO is committed to achieving workforce variety, aiming to achieve a broad representation of nationals of our member countries. Particular attention is paid to candidates from developing countries and gender balance. Selection of staff is made on a competitive basis. All posts are filled in accordance with WHOs ability model.
There are two key categories of staff at WHO：professionals(P) or directors(D) who are internationally recruited(招募) and general(G) or national professional(NPO) staff who are recruited locally for both fixed or short-term positions. We also run internship(实习) and opportunities for junior professional officers(JPOs).
| Internationally recruited(Por D) Professional staff and directors are hired internationally and occupy leadership functions or positions that require a significant level of technical expertise. P or D staff are mobile and are expected to work across the globe. | Locally recruited(G or NPO) General Service staff are hired locally at the respective duty station. Their main role is to work with and support internationally recruited staff in their roles and to assure the smooth functioning of all administrative matters. National Professional Officers are nationals of the country in which they serve and perform functions of a professional nature requiring local knowledge, professional knowledge and experience. | Internships We offer internships for current students with educational background in public health, management or administration fields. |
| Junior professional officer programme The Junior Professional Officer(JPO) Programme provides young professionals at an early stage in their career with practical experience in international technical co-operation. JPOs are sponsored by their respective governments. | Recruitment restrictions Please note the following restrictions on recruitment： Relatives of WHO Staff: Except where another equally well qualified person cannot be recruited, appointment shall not be granted to a person who bears any of the following relationships to a staff member: father, mother, son, daughter, brother or sister. Candidates under the age of 20 and above the age of 62 will not be considered for any vacancy. Policy on Non-Recruitment of Smokers: WHO has a smoke-free environment and does not recruit smokers or other tobacco users who do not indicate a willingness to stop smoking. This policy underscores the Organization’s commitment to promoting a tobacco-free environment. | |
| A．recruiting volunteers for WHO | B．achieving a broad representation of nationals |
| C．explaining the functions of WHO | D．providing information about WHO positions |
| A．Males in their later 60s. | B．People who have health problems. |
| C．Children of WHO staff. | D．Candidates with a smoking history. |
| A．General Service staff are recruited all around the world. |
| B．Junior Professional Officers work for local governments. |
| C．Current students majoring in engineering can apply for internships. |
| D．Professionals and directors are an internationally mobile workforce. |
5 . As the COVID-19 pandemic hit hard, fishermen watched their markets dry up. Restaurants-normally major fish buyers-closed or cut back orders significantly. Fishermen weren’t sure if they were going to get paid for what they fished.
Meanwhile as people lost jobs, food banks started to see a great demand for services. Things were getting desperate, with long lines for food assistance in many states.
Out of these dual crises, a new idea was born. Food assistance programs across the country have started connecting with local fishermen to stock up on local seafood, many for the first time. And the arrangement seems to be helping the fishermen, the economy and those in need of healthy food.
According to Catherine D’ Amato, CEO of the Greater Boston Food Bank, the network usually keeps four or five weeks of food on hand in case of emergencies. The pandemic hit, and “we found ourselves below one week of stock and going down rapidly,” she says. That’s because the food bank normally distributes about 1 million pounds of food a week, and that became 2.5 million pounds of food a week, D’ Amato says. While Congress and the states have increased funding and donations for food banks during the pandemic, it hasn’t been enough.
“For many years, we have been wanting to be able to work with organizations in the fishing industry,” D’ Amato says. But it’s complicated. Fishermen catch a lot of big fish, and food banks who might take it need the products to be cut small and easy to use for customers. It also has to be fish they know and recognize. The barriers have been too high in many places to make it work. But this spring, the state department of agriculture connected the food bank with some grant makers. They talked to some local fishermen about developing a traditional New England fish soup.
The grants paid fishermen for their catch and provided money for a local manufacturer to process, freeze and deliver the soup to food banks in family-size servings. The soup is helping to feed families and keep fishermen fishing. The fishermen hope to sell it in stores soon, and Damato hopes to purchase more soup and expand into new seafood products for her customers.
1. The passage is mainly about ________.| A．the food shortage during the COVID-19 pandemic |
| B．the cooperation between fishermen and food banks |
| C．the dramatic impact the pandemic had on fishermen |
| D．the new seafood product manufactured for food banks |
| A．Fishermen’s difficulty in storing seafood and the decline of the economy. |
| B．Fishermen’s difficulty in selling fish and food banks’ need for more food. |
| C．The closure of restaurants and food banks’ great demand for food assistance. |
| D．Many people’s unemployment and many states’ bad services in food industry. |
| A．fishermen should start to process fish | B．many fishes are unknown to customers |
| C．there’s a gap between supply and need | D．the fishing organizations are too independent |
| A．increases fishermen’s productivity | B．is commonly consumed by local fishermen |
| C．makes food banks rethink their products | D．is produced by food banks in a traditional way |
6 . On Monday, a scientist and doctor Robert Winston is to formally ask a question in congress about what assessments the government has made “for requiring adults riding bicycles in city centres to heave a licence and third-party insurance”. The letter below is the entirely imagined response I would like the government to make to him.
Dear Robert,
You ask what assessments we’ve made for your proposal about obliging cyclists to have licences and insurance. The brief answer is: none. Nor do we have any plans to do so.
Why? Again, the short answer is this: it’s a silly and pointless thing to suggest, as evidenced by the fact that practically no countries or territories anywhere in the world require cyclists to be licensed, or to have compulsory insurance.
I suppose it’s only fair if I explain why I think it is such a non-issue. It’s pretty simple: such a plan would achieve pretty much nothing, while causing significant problems. More widely, any sensible governments will do everything in their power to get more people cycling, not to put pointless obstacles in their way.
Let’s just take one example. As I’m sure you know as a doctor, one of the problems facing our nation is that the National Health System is likely to collapse under the caring for an increasingly overweight population. Inactive living is central to this. Even a fairly brief daily bike trip can have miraculous benefits for people’s health.
Next, how would such rules even work? Would the licensing and insurance be just for adults, or also children? How would the system even be enforced-would it also require all bikes to be registered with number plates?
Finally, what would you hope to achieve by this? If you believe licensing transport users stops wrongdoing, can I point to you the data showing how a third of drivers admit to using handheld phones while driving, despite the law forbidding it.
So, to summarize：your plan would be to introduce a hugely new administrative scheme that would most likely have limited effect on the behaviour of averagely law-abiding (守法的) transport users who rarely harm others, while putting people off from this beneficial type of transport.
I’m afraid I just don’t get it.
1. What does Robert most probably want to know by asking the question?| A．whether the government has made efforts regarding his proposal. |
| B．whether each bike rider has applied for a third-party insurance. |
| C．whether the congress has sympathy towards the cyclists. |
| D．whether doctors can receive the government’s support. |
| A．It may raise people’s insurance awareness. |
| B．It can motivate people to obey the law. |
| C．It imitates what other countries are doing. |
| D．It is difficult to implement and enforce. |
| A．to draw people’s attention to overweight problems |
| B．to prove that cycling can cause problems |
| C．to explain why governments advocate cycling |
| D．to illustrate how broken the NHS is |
| A．holds prejudices against Robert Winston |
| B．is a pleasant and good-tempered person |
| C．has the right to speak for the government |
| D．is skilled in argumentative techniques |
7 . Every profession or trade, every art, and every science has its technical vocabulary, the function of which is partly to name things, or processes which have no names in ordinary English, and partly to secure greater exactness in terminology（术语）. Such special dialects are necessary in technical discussion of any kind. Being universally understood by those engaged or interested in the particular science or art, they have the accurateness of a mathematical formula（公式）. Besides，they save time in these kinds of discussions, for it is much more economical to name a process than to describe it.Thousands of these technical terms are very properly included in every large dictionary, yet, as a whole, they are rather in the suburbs of the English language.
Different occupations, however, differ widely in the character of their special vocabularies. In trades and handicrafts, and other professions, like farming and fishery, which have occupied great numbers of men from remote times, the technical vocabulary is very old. It consists largely of native words, or of borrowed words that have worked themselves into the very central part of our language. Thus, though highly technical in many particulars, these vocabularies are more familiar in sound, and more generally understood, than most other technical terms. In law, medicine, and philosophy, the special dialects have also become pretty familiar to cultivated persons and have contributed much to the popular vocabulary. Yet among these professions, each one still possesses a large body of technical terms that remain essentially foreign, even to educated speech. And the proportion has increased in the last fifty years, particularly in the various departments of natural and political science and in the mechanic arts. Here new terms are coined with the greatest freedom, and abandoned when they have served their turn. Most of the newly-invented terms are restricted to special discussions, and seldom get into general literature or conversation.
Yet no profession is nowadays, as all professions once were, a close combination. Lawyers, doctors and men of science all communicate freely with others, not in a merely professional way. Furthermore, what is called “popular science” makes everybody familiar with modern views and recent discoveries. Any important experiment, though made in a remote or provincial laboratory, is at once reported online, and everybody is soon talking about it-as in the case of AI.
1. What does the underlined sentence in the first paragraph mean?| A．Technical terms which are not easy to use properly will not be welcome. |
| B．People who live in downtown don’t have a preference for technical terms. |
| C．Technical terms are not widely employed though common in dictionaries. |
| D．Suburban people favor technical terms for they often appear in dictionaries. |
| A．There are more ancient words in trades and handicrafts than in philosophy. |
| B．Most newly invented terms are usually put into use in daily conversations. |
| C．Most new technical terms will be abandoned for few can understand them. |
| D．Educated people are familiar with the special dialects in technological fields. |
| A．Technical terms take on a rather different look as modern society develops quickly. |
| B．People can well comprehend technical terms without much professional knowledge. |
| C．Interchange among professions and faster spread of information popularize technical terms. |
| D．Advanced ways of communication give a helping hand to the rapid spread of technical terms. |
| A．there were once closer relationships among different professions |
| B．using technical vocabularies in daily discussions is trouble-saving |
| C．the main function of technical terms is to name newly-invented things |
| D．one reason why technical terms come into being is to ensure accuracy |
8 . Hazel Mayfield usually cooks the Thanksgiving meal for her extended family in Houston, Texas. She usually welcomes friends and neighbors who are eager to taste her fried turkey, green bean casserole, candied yams, homemade cornbread dressing, and dirty rice-just a few of her signature dishes. Known as Sugar Mama, because her grandchildren think she’s so sweet, the 91-year-old typically likes to do her own shopping for the ingredients to make her special dishes.
“My mother is the head cook of the family,” said Panulette Mouton, Mayfield’s daughter. “Because of her reputation, you know, there’re people in and out all day and every family comes through. They want to get some of Sugar Mama’s cooking, and some of them would like to learn from her how to cook the food.”
But Mayfield hasn’t been to the grocery store since March. And there is little about Thanksgiving in 2020 that’s usual. Because of Covid-19, the deadly virus that has killed millions in the U.S. and spoiled life around the world, everything is different. Since limiting close face-to-face contact with others is the best way to reduce its spread, hundreds of thousands of American families have re-imagined the holiday with virtual celebrations and canceled or delayed travel plans. There can only be small gatherings with people in their households in response to COVID-19.
This year, Mayfield’s family members, without exception, are lamenting the absence of a big gathering. They’ve explained to their young children and grandchildren why this year’s Thanksgiving is different. Mayfield’s youngest daughter, Michelle Sanders, says it’s tough to help her grandchildren understand why they can’t see some of their other family members and why they have to stay at home, celebrating Thanksgiving all by themselves.
“It’s really hard, trying to explain to them,” Sanders said. “When-you’re talking to them and they want to come over, you have to tell them no. They really don’t know how to be careful.” Sanders added, “And, they don’t understand that, being three, four, and six, you know they don’t really understand that. So, it’s...it’s really, really hard, and heartbreaking.”
1. According to the passage, Hazel Mayfield is ________.| A．helpful and kind-hearted | B．stubborn and enthusiastic |
| C．talented and instructive | D．grateful and sensitive |
| A．fascinated by | B．upset about |
| C．ignorant of | D．embarrassed at |
| A．Children are too young to understand the situation. |
| B．Children are always careless on Thanksgiving Day. |
| C．It’s tough to help children overcome their problems. |
| D．Adults should show patience when talking with kids. |
| A．People are cutting down holiday celebration expenses. |
| B．People are trying hard to get together to have more fun. |
| C．People have to make changes in their lifestyle to stay safe. |
| D．People have put more emphasis on the traditional customs. |
9 . Today’s students have a problem. They were born into a world where technology, smartphones, and immediate access to the Internet are hurting their ability to focus and changing the way they think.
Now teachers have a problem too. They find it particularly exhausting to ask students to read complex or long texts without taking regular breaks. Smartphones have clearly affected the younger generation, but how education should evolve for digital-native students?
A common idea among teachers is that short is good. When students can’t seem to pay attention to long lectures, many teachers simply hack lessons into smaller patterns. In fact, students need time to engage with a topic once the teacher introduces it before moving on. Switching between small lessons too quickly could rob them of valuable comprehension.
There are also teachers who begin classes with meditation exercises to help their students focus. However, it turns out that any sort of “tech breaks” could counteract strong desires to multi task.
A 2018 study found that students aged between 10 and 24 tend to stay away from physical books. They prefer video as a source of information second only to teachers. Therefore, some tech-forward teachers choose platforms such as YouTube and Instagram. Asha Choksi, vice-president of global research at Pearson, gives the example of a teacher who films himself performing a science experiment and posts it to YouTube. When it is time for class, he uses the video to illustrate material in the textbook, which can seem boring to students.
Still, while those educators are embracing technology in the classroom to meet student’s needs, they also find value in traditional methods, and so suggest a “blended learning” approach. Direct instruction from them will never be replaced in their classes. Technology will be favored only when it improves a lesson in ways that are impossible offline.
Digital natives will continue to eagerly adopt new media. Teachers have no choice but to evolve. They are making an effort not only to ensure that students can take advantage of new technologies, but to teach students valuable skills that can help them think in a world constantly trying to distract them. Think of the Zuckerbergs, the Gates, the Jobs and all those pioneers in the tech world. They became successful not because they could code; it was because they could think.
1. What is the best title of this passage?| A．Students’ Distracting from a Digital World. | B．Teachers’ Learning for a Distracted Generation. |
| C．Students’ Learning for a Digital World. | D．Education’s Evolving for a Distracted Generation. |
| A．Teachers adopt short lectures, small lessons, which could be hard to understand sometimes. |
| B．Teachers employ meditation exercises to help students concentrate on class, which is of few effects. |
| C．Students aged between 10 and 24 don’t prefer physical books, so YouTube and Instagram may be a good choice. |
| D．Students aged between 10 and 24 prefer videos to teachers, so using video to explain textbooks is a popular way. |
(1). the teacher’s authority remains unchallenged.
(2). technology is a useful supplement to textbooks.
(3). material in the textbook is too boring to most students.
(4). teachers want to change their traditional teaching methods.
| A．(1)、(2) | B．(2)、(3) | C．(3)、(4) | D．(1)、(4) |
| A．to share as much knowledge with students as possible. |
| B．to encourage students to make full use of new technologies. |
| C．to help students develop their ability to think critically and creatively. |
| D．to instruct students to limit their use of smart phones and social media. |
10 . How I failed my Oxford interview
As soon as the words left my mouth, I knew I’d made a mistake. “You think Jane Austen is… soft?” the man opposite me asked in disbelief. Then, he and his colleague took turns to challenge my claim, finishing each others sentences as they stressed that Austen’s novels were, in fact, savage.
“I just mean …” I said in a bright voice, trying to keep the tone light, “that she’s not as biting as Virginia Woolf.”
The two professors this idea around, too, like a couple of cats toying with a frightened bird — giving specific examples of how Austen’s work was, on the contrary, more biting than Woolf’s. With no more defensive action to take. I simply smiled and said, “Let’s just agree to disagree, shall we?” And at that moment, my dreams of going to Oxford University disappeared in a puff of smoke.
Part of my problem was a lack of confidence. Even though I was a straight A student and had prepared for the interview to the best of my ability. I wasn’t a skilled debater. When faced with two experts who told me that I was wrong, instead of defending myself. I rolled over and accepted defeat.
To pass the interview, you need more than confidence, of course. You also need a burning passion for your subject, not just a keen interest. In other words, don’t put comments on your personal statement that you’re not prepared to back up in person.
So, months later, I already knew the contents of my thin envelop when it appeared on my doormat. Naturally, I felt a pang of disappointment. I had wanted to go to Oxford since I was 13. I used to look up images of my favorite college with the same eagerness of a bride-to-be browsing wedding dresses.
Ultimately, I didn’t have what it took — but, looking back, that wasn’t necessarily a bad thing. Instead of going to Oxford, I found a university that was a better fit for my interests. I loved my eclectic (兼收并蓄的) course, where I could write an essay comparing Jane Eyre to 50 Shades of Grey.
Failing my Oxford interview also provided a valuable life lesson. I’m not more confident in my opinions, more passionate when it comes to debate, and I try to back up my point with hard evidence. What’s more. I have never since ended a discussion by giving a foolish smile and saying, “Let’s just agree to disagree, shall we?”
1. The underlined word “savage” in the first paragraph most probably means________.| A．romantic | B．popular | C．merciless | D．adventurous |
| A．aggressiveness | B．weakness | C．peacefulness | D．intelligence |
| A．The author made a mistake when commenting on Jane Austen. |
| B．The author showed no respect for the professors. |
| C．Oxford’s rejection gave the author a chance to reflect on herself. |
| D．The professors advised the author to write an essay on Jane Eyre. |
| A．One’s confidence, passion and knowledge lead to success. |
| B．A student should choose a selective college which suits him or her. |
| C．The power to fight against the authority is the key to a better life. |
| D．“Let’s just agree to disagree” is useful to bring a battle to an end. |
